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Full text of "The History Of Western Education"

FIRST HALF OF THE NINETEENTH CENf

Business of Education, appended to the second edition c
work, in 1804.   In both of these works he sets out fror
idea of the noble Pestalozzi," and seeks to show tha'
cation not merely to the primary school but to ,^
" It is the duty of instruction," he says in the latter
guide from below upwards two series, separate but always pro-
gressing simultaneously, towards the highest immovable point, in
order to unite them ultimately in it.   These series may be distin-
guished by the names Cognition and Sympathy.   The series of
Cognition begins with exercises for sharpening sense-impression,
and for the first elaboration of it and the nearest experience: in
short, with the A B C of sense impression.   It would be somewhat
more difficult to indicate and justify the starting-point for the
series of progressive sympathy.   Closer consideration soon shows,
however, that this point cannot lie in the actual present.   The
sphere of childhood is too narrow, and is traversed too soon;
the sphere of adult life among cultured people is too high and too
much determined by relations which we would not explain to the
little boy even if we could.   But the time series of history ends in
the present, and in the beginnings of our culture among the
Greeks a luminous point is fixed for the whole of posterity by the
classical presentation of an ideal boyhood era in the Homeric
poems.   If one is not afraid to let the noblest of languages precede
in instruction the accepted learned language, there will be avoided,
on the one hand, innumerable perversions and distortions in every-
thing pertaining to the understanding of literature, the history
of man, of opinions and of arts ; and, on the other hand, we shall
be sure to offer to the interest of the child events and personalities
he can completely grasp, and from which he can go on to infinitely
varied reflections on humanity and society and on the dependence
of both on a higher power."*   These ideas were worked out by
bfrn in detail in the lectures on pedagogy he delivered in Gottingen,
and formed the basis of his chief educational treatise, General
Principles of Pedagogy deduced from the Aim of Education (1806).
In i8og he was called to the chair of philosophy and pedagogy at
Koaigsberg, made famous by Immanuel Kant;   and here he
remained for nearly a quarter of a century, developing his philo-
sophy on all sides, but devoting himself specially to the elaboration
of a new mathematical psychology.  He was appointed to this chair
* Eckoff, Heifanrfs ABC of Sense Perception* p. in.